Examining Factors Influencing Superior Study Programs for Improved Education Quality: Accreditation Ratings as a Moderator

Nurleli Ramli, Munirul Abidin, Mustafakama Waeduereh
DOI: https://doi.org/10.33650/al-tanzim.v9i1.10139



Abstract

This study investigates the role of superior accreditation ratings as a moderating variable in improving the quality of education in study programs within the Ministry of Religious Affairs of Indonesia. The research addresses how accreditation ratings influence program performance and enhance educational quality. Using a quantitative correlational approach, data were collected through a questionnaire distributed via Google Forms to 194 study programs, selected through simple random sampling. The data were analyzed using the SEM-PLS path model. The findings reveal that accreditation ratings positively affect study program performance, demonstrating a significant correlation between accreditation and program performance to enhance educational quality. Furthermore, accreditation ratings effectively moderate the relationship between quality standards and program performance, although accreditation alone did not significantly impact educational quality. These results suggest that superior accreditation ratings catalyze study programs implementing higher standards than the national minimum, leading to improved performance. This research provides important implications regarding the role of accreditation in improving the quality of education and can be a reference for policymakers and education managers.

Keywords

Accreditation Ranking, Education Quality, Education Performance, Higher Education

Full Text:

PDF

References

Acevedo-De-los-Ríos, A., & Rondinel-Oviedo, D. R. (2022). Impact, Added Value and Relevance of an Accreditation Process on Quality Assurance in Architectural Higher Education. Quality in Higher Education, 28(2), 186–204. https://doi.org/10.1080/13538322.2021.1977482

Almurayh, A., Saeed, S., Aldhafferi, N., Alqahtani, A., & Saqib, M. (2022). Sustainable Education Quality Improvement Using Academic Accreditation: Findings from a University in Saudi Arabia. Sustainability (Switzerland), 14(24), 16968. https://doi.org/10.3390/su142416968

Alzahrani, B., Bahaitham, H., Andejany, M., & Elshennawy, A. (2021). How Ready Is Higher Education for Quality 4.0 Transformation According to the LNS Research Framework? Sustainability (Switzerland), 13(9), 5169. https://doi.org/10.3390/su13095169

Alzoubi, H. M., In’airat, M., & Ahmed, G. (2022). Investigating the Impact of Total Quality Management Practices and Six Sigma Processes to Enhance the Quality and Reduce the Cost of Quality: The Case of Dubai. International Journal of Business Excellence, 27(1), 94–109. https://doi.org/10.1504/IJBEX.2022.123036

Amaral, E., & Norcini, J. (2023). Quality Assurance in Health Professions Education: Role of Accreditation and Licensure. Medical Education, 57(1), 40–48. https://doi.org/10.1111/medu.14880

Antony, J., Sony, M., McDermott, O., Furterer, S., & Pepper, M. (2023). How Does Performance Vary Between Early and Late Adopters of Industry 4.0? A Qualitative Viewpoint. International Journal of Quality and Reliability Management, 40(1), 1–24. https://doi.org/10.1108/IJQRM-05-2021-0134

Badrick, T., Jones, G., Miller, W. G., Panteghini, M., Quintenz, A., Sandberg, S., & Spannagl, M. (2022). Differences Between Educational and Regulatory External Quality Assurance/Proficiency Testing Schemes. Clinical Chemistry, 68(10), 1238–1244. https://doi.org/10.1093/clinchem/hvac132

Darling-Hammond, L. (2021). Defining Teaching Quality Around the World. European Journal of Teacher Education, 44(3), 295–308. https://doi.org/10.1080/02619768.2021.1919080

Davis, J., &Villalobos, S. (2022). 2022 National Standards for Diabetes Self-Management Education and Support. Science of Diabetes Self-Management and Care, 48(1), 44–59. https://doi.org/10.1177/26350106211072203

Duarte, N., & Vardasca, R. (2023). Literature Review of Accreditation Systems in Higher Education. Education Sciences, 13(6), 582. https://doi.org/10.3390/educsci13060582

Fernandes, J. O., & Singh, B. (2022). Accreditation and Ranking of Higher Education Institutions (HEIs): Review, Observations and Recommendations for the Indian Higher Education System. TQM Journal, 34(5), 1013–1038. https://doi.org/10.1108/TQM-04-2021-0115

Fida, M., Li, P., Wang, Y., Alam, S. M. K., & Nsabimana, A. (2023). Water Contamination and Human Health Risks in Pakistan: A Review. Exposure and Health, 15(3), 619–639. https://doi.org/10.1007/s12403-022-00512-1

Girmanová, L., Šolc, M., Blaško, P., & Petrík, J. (2022). Quality Management System in Education: Application of Quality Management Models in Educational Organization—Case Study from the Slovak Republic. Standards, 2(4), 460–473. https://doi.org/10.3390/standards2040031

Greere, A. (2023). Training for Quality Assurance in Higher Education: Practical Insights for Effective Design and Successful Delivery. Quality in Higher Education, 29(2), 165–191. https://doi.org/10.1080/13538322.2021.2020978

Hoare, A., & Goad, P. (2022). The Quality Continuum: Perceptions of Institutional Accreditation. Quality Assurance in Education, 30(1), 102–117. https://doi.org/10.1108/QAE-08-2021-0135

Hu, B., Moro-Cabero, M. M., & De-La-Mano, M. (2024). Quality Management in Chinese Academic Libraries: A Systematic Review. Sustainability (Switzerland), 16(7), 2700. https://doi.org/10.3390/su16072700

Jasti, N. V. K., Venkateswaran, V., & Kota, S. (2022). Total Quality Management in Higher Education: A Literature Review on Barriers, Customers and Accreditation. TQM Journal, 34(5), 1250–1272. https://doi.org/10.1108/TQM-11-2020-0256

Kalnins, A., & Praitis Hill, K. (2023). The VIF Score. What Is It Good For? Absolutely Nothing. Organizational Research Methods, 28(1), 58–75. https://doi.org/10.1177/10944281231216381

Lepore, W., Hall, B. L., & Tandon, R. (2021). The Knowledge for Change Consortium: A Decolonising Approach to International Collaboration in Capacity-Building in Community-Based Participatory Research. Canadian Journal of Development Studies, 42(3), 347–370. https://doi.org/10.1080/02255189.2020.1838887

Maier, C., Thatcher, J. B., Grover, V., & Dwivedi, Y. K. (2023). Cross-Sectional Research: A Critical Perspective, Use Cases, and Recommendations for IS Research. International Journal of Information Management, 70, 102625. https://doi.org/10.1016/j.ijinfomgt.2023.102625

Mussawy, S. A. J., & Rossman, G. B. (2021). Quality Assurance and Accreditation in Afghanistan: Exploring Sensemaking and Sensegiving in Policy Implementation. Quality in Higher Education, 27(1), 99–122. https://doi.org/10.1080/13538322.2020.1833419

Nugraha, M. T., Mansur, M., & Kusnayat, A. (2021). Madrasah Quality Improvement Through Madrasah Ibtidaiyah Accreditation Companion Program. TARBAWY: Indonesian Journal of Islamic Education, 8(1), 79–90. https://doi.org/10.17509/t.v8i1.30931

Okpala, C. O. R., & Korzeniowska, M. (2023). Understanding the Relevance of Quality Management in Agro-Food Product Industry: From Ethical Considerations to Assuring Food Hygiene Quality Safety Standards and Its Associated Processes. Food Reviews International, 39(4), 1879–1952. https://doi.org/10.1080/87559129.2021.1938600

Paul, J., & Barari, M. (2022). Meta-Analysis and Traditional Systematic Literature Reviews—What, Why, When, Where, and How? Psychology and Marketing, 39(6), 1099–1115. https://doi.org/10.1002/mar.21657

Reddy, J. S., Sharma, R., & Gupta, N. (2024). The Accreditation Paradigm: A Comparative Analysis of Accreditations for Management Programmes. International Journal of Educational Management, 38(1), 73–95. https://doi.org/10.1108/IJEM-05-2023-0250

Santos, A., Colaço, A. R., Nielsen, A. B., Niu, L., Strauss, M., Geyer, P. E., Coscia, F., Albrechtsen, N. J. W., Mundt, F., Jensen, L. J., & Mann, M. (2022). A Knowledge Graph to Interpret Clinical Proteomics Data. Nature Biotechnology, 40(5), 692–702. https://doi.org/10.1038/s41587-021-01145-6

Shelton, R. E., & Eakin, H. (2022). Who’s Fighting for Justice?: Advocacy in Energy Justice and Just Transition Scholarship. Environmental Research Letters, 17(6), 63006. https://doi.org/10.1088/1748-9326/ac7341

Sjögren Forss, K., Kottorp, A., & Rämgård, M. (2021). Collaborating in a Penta-Helix Structure Within a Community-Based Participatory Research Programme: ‘Wrestling with Hierarchies and Getting Caught in Isolated Downpipes.’ Archives of Public Health, 79(1), 1–13. https://doi.org/10.1186/s13690-021-00544-0

Syme, S., Davis, C., & Cook, C. (2021). Benchmarking Australian Enabling Programmes: Assuring Quality, Comparability and Transparency. Assessment and Evaluation in Higher Education, 46(4), 572–585. https://doi.org/10.1080/02602938.2020.1804825

Tredennick, A. T., Hooker, G., Ellner, S. P., & Adler, P. B. (2021). A Practical Guide to Selecting Models for Exploration, Inference, and Prediction in Ecology. Ecology, 102(6), e03336. https://doi.org/10.1002/ecy.3336

Valavi, R., Guillera-Arroita, G., Lahoz-Monfort, J. J., & Elith, J. (2022). Predictive Performance of Presence-Only Species Distribution Models: A Benchmark Study with Reproducible Code. Ecological Monographs, 92(1), e01486. https://doi.org/10.1002/ecm.1486

Yates, L. A., Aandahl, Z., Richards, S. A., & Brook, B. W. (2023). Cross Validation for Model Selection: A Review with Examples from Ecology. Ecological Monographs, 93(1), e1557. https://doi.org/10.1002/ecm.1557


Dimensions, PlumX, and Google Scholar Metrics

10.33650/al-tanzim.v9i1.10139


Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Nurleli Ramli, Munirul Abidin, Mustafakama Waeduereh

Creative Commons License
 
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Al-Tanzim : Jurnal Manajemen Pendidikan Islam
Published by Lembaga Penerbitan, Penelitian, dan Pengabdian kepada Masyarakat (LP3M) of Nurul Jadid University, Paiton, Probolinggo, East Java, Indonesia.